Abstract: Examining the obstacles of teaching beginning Shakespeare students, whether in middle school,
high school, or undergraduate levels, this study explores integrating dance as a teaching method
to improve students’ engagement in lessons. Summarizing some of the shortfalls of current
approaches used to teach plays to populations that are inexperienced in Shakespearean studies,
by presenting scholarly and anecdotal insights, the research examines the potential of dance to
reach this audience. The exploratory study provides a structured program of research into these
issues, and proposes a methodology for such an investigation. By assessing beginning
engagement levels, and manipulating the level of students’ participation through using dance to
encourage their direct interaction with the chosen literature, it should be possible to distinguish
the influence of these factors on the quality of students’ attention outcomes. Applying this
theory involves an assessment instrument used to record the effects of these ideas as they are
practiced in an undergraduate Shakespeare class. The time in this class is used to observe
students’ engagement prior to and following the teaching of Shakespeare’s Othello through
movement. The students and instructor are surveyed before the movement lesson concerning
their experience in English classes, preferred methods of study, and suggestions for
improvement. All participants, class members and professor, are then surveyed and interviewed
after the lesson to collect their reactions to the experience—information that provides the basis
for measuring outcomes and analyzing results. After reviewing the trends and patterns of the
responses, conclusions of the study determine the effectiveness of this approach. Suggestions
are then made to assist educators in incorporating this method into their own teaching. An
appendix of movement terms and clues is provided to help teachers find resources that support
this endeavor.